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Effects of Student Skill Level on Knowledge, Decision Making, Skill Execution and Game Performance in a Mini-Volleyball Sport Education Season

Pilar Mahedero, Antonio Calderón, José Luis Arias-Estero, Peter A. Hastie, and Anthony J. Guarino

The purpose of the paper was to examine the effects of student skill level on knowledge, decision making, skill execution and game performance in a minivolleyball Sport Education season. Forty-eight secondary school students from two classes participated in a 12 lesson season. Knowledge, decision-making and skill execution (components of game play) were evaluated prior to and on completion of the season. Paired t test analysis showed that the game performance components of decision making and game play achieved significant gains. Further, results of the regression analyses detected that the sigmoidal model was indeed superior to the linear model for (a) skill execution, (b) game play, and (c) knowledge, by explaining 4.0, 2.8, and 3.25 times more of the variance respectively. That is, improvements of the highest and lowest skilled students were less significant than those of more moderate levels. This outcome, accompanied by a lack of general improvement in skill execution, suggests that future research should examine in more detail the progressive development of the tasks and learning experiences incorporated during seasons of Sport Education.

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Perspectives of Nigerian Athletes About Physiotherapy Services in Sports Injury Management: Implications for Rehabilitation

Adesola C. Odole, Olawale T. Agbomeji, Ogochukwu K.K. Onyeso, Joshua O. Ojo, and Nse A. Odunaiya

very familiar with physiotherapists, and their services as physiotherapists are usually attached to sport teams, with other members of the health care team. In such settings, athletes’ knowledge and perceptions toward physiotherapy services have an impact on their general attitude toward these services

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Are “Tech-Savvy” Owners Better for Business? Evidence From Major League Baseball

Ted Hayduk III

uniquely leverageable within sport franchises ( Moura, 2015 ). Top executives touted the strategy as a “great opportunity for us to continue to build our information set, our knowledge base, and try to . . . enhance [the profitability of all business verticals]” (e.g.,  Moura, 2015 ). The digitalization of

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Impact of a National Peer-Led Training Program to Increase Brief Physical Activity Advice Given to Patients by Health Care Professionals

Liz Carlin, Maxine E. Whelan, Hayley Musson, and Emma J. Adams

manage long-term conditions. 5 However, many HCPs do not have the knowledge, skills, or confidence to enable them to effectively provide physical activity advice during consultations, 6 – 8 currently limiting the potential effectiveness of this intervention. Evidence suggests there is value in training

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Elite Academy Soccer Players’ Perceptions Towards Cognitive Behavioral Therapy

Luke Wilkins, Jen Sweeney, Zoella Zaborski, Carl Nelson, Simon Tweddle, Eldre Beukes, and Peter Allen

: i) awareness and knowledge of CBT, ii) thoughts towards the incorporation of CBT within soccer, iii) perceived barriers to engaging in CBT, iv) preferences with regards the format of CBT, and v) perceived support of significant others with regards hypothetical CBT engagement. The findings from this

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A Formative, Utilization-Focused Evaluation of USA Swimming’s Nationwide Online Coach Education Program

Andrew P. Driska

Adam old enough to start competing?” This problem situates new knowledge about coaching children into a context familiar to many swimming coaches. Foundations 201 employs a more traditional, topic-based approach, introducing sport-science topics such as sport psychology and exercise physiology over ten

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Knowledge of Physical Activity Guidelines Among Adults in the United States, HealthStyles 2003−2005

Latetia V. Moore, Janet Fulton, Judy Kruger, and Judith McDivitt


We estimated percentages of US adults (≥18 years) who knew that prior federal physical activity (PA) guidelines call for a minimum of 30 minutes of moderate-intensity PA most days(≥5)/week using 2003 to 2005 HealthStyles, an annual mail survey.


10,117 participants identified “the minimum amount of moderate-intensity PA the government recommends to get overall health benefits.” Response options included 30/≥5, 20/≥3, 30/7, and 60/7 (minutes/days per week), “none of these,” and “don’t know.” The odds of correctly identifying the guideline was modeled by participant sex, age, race/ethnicity, income, education, marital status, body mass index, physical activity level, and survey year using logistic regression.


25.6% of respondents correctly identified the guideline. Women were 30% more likely to identify the guideline than men (Odds Ratio [95% Confidence Limits] (OR) = 1.28 [1.15, 1.44]). Regular PA was positively associated with identifying the guideline versus inactivity (OR = 2.08 [1.73, 2.50]). Blacks and those earning <$15,000 annually were 24% to 32% less likely to identify the guideline than whites and those earning >$60,000, respectively.


Most adults did not know the previous moderate-intensity PA recommendation, which indicates a need for effective communication strategies for the new 2008 Physical Activity Guidelines for Adults.

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A Communal Language for Decision Making in Team Invasion Sports

Michael Ashford, Andrew Abraham, and Jamie Poolton

, decisions are made through a recognition primed process (RPD) where a person’s interaction with information varies from automated to conscious depending on the decision maker’s familiarity with the situation (visual, auditory, olfactory, etc.) and their requisite knowledge base ( Klein, Calderwood

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Kinesiology Review’s Scholarly Influence: An Audit of Its First Decade

Duane Knudson

Kinesiology is the field focused on the study of human physical activity ( National Academy of Kinesiology, n.d. ; Newell, 1990 ). The wide variety of subdisciplinary approaches to study physical activity and the many professional applications of this knowledge make kinesiology a diverse

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The Interplay Between Learning, Knowledge, Biography and Practice: The Tale of an Experienced Track & Field Athletics Coach

Luke Oldridge, Lee Nelson, Kenny Greenough, and Paul Potrac

This paper examines how the learning biography of Jack (pseudonym), an experienced track and field athletics coach, shaped his thoughts about coaching practice. Data were collected through seven in-depth, semistructured, narrative-biographical interviews that formed part of a cyclical and iterative data analysis process. Our analysis of Jack’s narrative revealed how his understanding of two distinct features of his coaching practice (i.e., implementation of periodization and pedagogical delivery style) developed in contrasting ways. Jack’s story was primarily, although not exclusively, interpreted using Alheit’s concepts of biographical learning and biographicity, Biesta and Tedder’s writings on agency and learning in the life-course, and Jarvis’ discussion of learning as a process of becoming. The findings of this study raise significant questions for how the field of sports coaching seeks to understand coach learning.